Curriculum History (E-Journal)
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Contested Curriculum & Pedagogy: California During the Rafferty
No full textMax Rafferty served as California’s Superintendent of Public Instruction from 1963 to 1971, through some of the most contentious and transformative years in California education. Rafferty sought to transform the educational system and vowed to kill Progressive Education in California. His efforts altered both pedagogy and curriculum in California schools
The Emergence of Historical Inquiry as Curriculum: Reconsidering the British Schools Council History Project
No full textConcerns over the quality of history education in the United Kingdom led to the Schools Council History Project 13-16 in 1972. The project proved to be the first large-scale Western curricula designed to engage students in historical inquiry. In this article, I shall offer an elucidation of the philosophy of the British Schools Council History Project, a narration of the British and North American influences on the project, and a discussion of the project’s impact. Â
The Role of Mataio Kekuanaoa in Directing and Challenging the Curriculum for Hawaiian Schools during the Nineteenth Century
No full textDuring the Westernization of Hawai†›i, curriculum helped support the spread of an American hegemony. This study focuses on the role played by Mataio Kekuanaoa, who as President of the Board of Education, directed and challenged the curriculum for Hawaiian schools during the nineteenth century. His sponsorship of policies that challenged this inexorable “progress” towards Americanization offers a view of the curriculum history of Hawai†›i not previously reported.  
Content and Pedagogical Knowledge in Colorado Teachers’ Mathematics Exams at the Turn of the 20th Century
No full textDuring the late 1800s and early 1900s, several published reports recommended changes in teaching mathematics. For this paper, items from the Colorado county arithmetic tests (1878 — 1912) form the basis of investigating teacher’s content knowledge and the degree to which education was adhering to these recommendations. The purpose of this paper is to investigate whether or not recommendations proposed by the Report of the Committee of Ten (NEA, 1893) and the Report of the Committee of the Chicago Section (1899) made an impact on teacher certification exams in the state of Colorado
"Education for Victory:" Pre-Induction Training at Austin High School
No full textIn the months after the bombing of Pearl Harbor, the United States began the difficult task of mobilizing the nation for war. Every facet of American life would be touched as the country threw all of her resources into the war effort. American schools were no different from any other sector of the U.S. Home Front
Higher Education for Rural Homemakers
No full textThis article explores the curriculum of a one-year college diploma course in Homemaking for rural Ontario, Canada women from its founding in 1903 through the first two decades of its existence. This post-secondary program at the Macdonald Institute of Domestic Science emerged as an educational response to pressing social concerns about the future prospects for traditions of rural home-life. Â
Mary C.C. Bradford’s Contribution to the Colorado Curriculum: 1913-1918
No full textMary C.C. Bradford became Colorado’s 6th female State Superintendent of Public Instruction in 1913. She revamped the previous curriculum and published its predecessor in 1918. Entitled “A War-Modified Course of Study for the Public Schools of Colorado,† this curriculum was influenced by the current economic and political situation affecting America at this time as a result of the countries participation in the First World War. This article will discuss this new curriculum
The Other Rugg Controversy: Reflections on the Life of an Activist
No full textThis article examines controversies surrounding Harold Rugg’s social and educational ideas and their impact on Rugg’s persona. The article reviews Rugg’s vision for social studies, the controversies he inspired, and the continuing lessons of his life as an activist. Rugg was one of the leading social studies educators of the 1920s and 30s and author of an innovative and best selling textbook series for the junior high school. His social studies textbooks integrated material from history and the social sciences and focused on persistent societal issues. The Rugg program was pedagogically sophisticated and somewhat daring, posing tough questions on topics that must be addressed in order to advance democracy and social justice. Moreover, Rugg’s work was built on a thoughtful rationale that combined student interest with social worth–a powerful combination that still has appeal. Though his textbook series came under attack in the early 1940s and was discontinued, Rugg’s vision for social studies, and the materials he created, remain a useful prototype. The attacks on his textbook series, and subsequent and continuing controversies he inspired, had a profound impact on Rugg’s persona and the later course of his career. Though he upheld his vision of democratic education until his death, Rugg never again focused his efforts on social studies in schools. This research shows why Rugg’s curriculum work resides at the center of some of the roiling debates of the 20th century, and illustrates the perils of innovation as seen through the life of one man
Urban legends: Representing the urban teacher in urban teacher film (1955-2007)
No full textThis study examines the trends in representations of urban teachers in urban teacher films from 1955-2007. Using a textual analysis (McKee 2005), ten films that focused on the lives of urban teachers were analyzed. The findings show clear trends and the development of a “grand narrative† about urban teachers and teaching. Understanding these trends and narrative can help challenge the assumptions preservice teachers have about urban teaching that result in avoiding those school contexts